Get details about hotel prices and reserve a block of rooms
Add directions page to the wikispace for traveling to Providence,
hotel locations, etc.
Revise syllabus with measurable objectives and books/readings
JULIE
Done 5/20
Plan location & details for Sunday night kickoff
Plan location & details for Wednesday night dinner
Arrange details for food
Arrange details to get laptop cart and ipad cart for institute
JULIE
Keep Chris informed about people registered for course
Ask Renee and Jonathan to post their bios on the wiki page for presenters
RENEE / JONATHAN
Ask Renee about slotting in Coding Session at Institute
JULIE
Done 5/20
Arrange details of room locations for all sessions
JONATHAN
Send replies to institute presenters with hotel info, schedule info, and wikispace info
JULIE
Meeting Notes Friday April 5
4:30-5:00 Introductions and Overview of the Week
5:00-5:45 Who are we and what does each of us bring to the institute?
Possible Contributions for Digging Deeper Sessions
5:45-6:20 What gaps are you seeing in your communities that we might address?
Possible Contributions for Cool Tools/Hot Topics Sessions
6:20-6:30 Next Steps
Individual passions: Hiller: good with project-based inquiry model and working with teachers to create their project and representing their outcomes in a multimedia way; lots of work with video; area of research is in game-based learning with NSF funding; Mary: library media specialist interested in engaging high school students in the internet inquiry process and collaborating with the teachers - become designers of a different kind of curriculum; dissertation involves studying professional development of teachers in online spaces Michelle: teacher professional development around online reading comprehension, new literacies and technology education - teaching teachers online - how to help teachers design online courses; taught educational technology certificate courses overseas; researchers - teachers development of TPACK; dissertation focuses on students ability to integrate information from multiple online texts; Renee: interested in intersection of media and education; 30 years of PD in K-12 schools; 3 year deep dive relationships with teachers; media literacy integration into K-12; practices and attitudes that teachers have that shape/influence their practices; developed an attitude questionnaire; teaching teachers about copyright, fair use, and remixing to reduce the fear and anxiety that interferes with innovation; how kids analyze mass media texts of popular culture in addition to academic texts in school classrooms; analyze adversiting, issues of representation; learning to be an author and a user of Jonathan: media literacy teacher in 15 years; film maker and documentaries in the local news, then switched to education; work with students in high school students and how media and technology can change the resiliency; master in education in policy & management; psychologyical and sociological variables can influence empathy ; summer programs to help students find their voice and enhance their resiliency; Rhys: K-12 schools for 10 years in 10 schools in NYC doing PD with administrators and logicistics to fit media literacy into their curriculum; media production projects; teaching class at Columbia with inservice teachers about media literacy theory and connections to CCSS; experiment with tools and discuss the relevance with CCSS; problem solving in K-12 public school curriculum; storytelling passion with filmmaking and transfers to new media and new tools
Mini-stories: Rhys: schoolwide accountable talk to facilitate student discussions in an online participatory space with text and media production Hiller: Grade 7 whole grade - project based inquiry process - web research, consulting with experts; compelling questions about atmosphere - projects resulted in various forms using a range of digital tools managed in a wikispace - rest of school voted on top project - top group invited with the SAS group and had lunch with the owner - would have products to show Michelle: Grade 4-5 school - inquiry based project - most at-risk readers - 4 week summer institute - kids generated their own wonders using the Wonderopolis website - use Internet sources - how kids engaged in that project and her role in scaffolding instruction and language that they could share with the kids - using Evernote, Google Docs, screencasting, thinking-aloud Mary: finding which tools will help teachers check for learning for formative assessment; Poll Everywhere, Poplet mindmapping; survey monkey Jonathan: Google Drive online evaluation for them to be engaged Renee: context (urban elementary students); content goal (introduce authorship more broadly and introduce importance of asking questions); tool (youtube video - digital pedagogy example - let's generate questions we want to ask the author; the filmaker proposed a video to answer the children's questions)
Conceptual Model includes: 1) Context, learners; 2) purpose (linked to standards also); 3) content; 4) pedagogical considerations (face-to-face and/or digital tools and practices); 5) the designed task/activity; 6) assessment (media/digital product)
- we will model our mini-stories using the framework (when we run it by everyone to jointly finetune) and then participants will have five models of how this framework can be applied and they can begin using a "blank" version of the model to plan out the key parts to their task/lesson/product
Google Docs Space:
Digging Deeper Sessions (2 ideas); Cool Tools (4-5); Hot topics we should be having that we're not having
Look at the model as a draft to reflect our shared vision - and discuss at our next meeting
Suggested Readings
Next two meetings: Tuesday, May 14 4-5:30 and Tuesday May 28 4-5:30
hotel locations, etc.
Meeting Notes Friday April 5
4:30-5:00 Introductions and Overview of the Week
5:00-5:45 Who are we and what does each of us bring to the institute?
Possible Contributions for Digging Deeper Sessions
5:45-6:20 What gaps are you seeing in your communities that we might address?
Possible Contributions for Cool Tools/Hot Topics Sessions
6:20-6:30 Next Steps
Individual passions:
Hiller: good with project-based inquiry model and working with teachers to create their project and representing their outcomes in a multimedia way; lots of work with video; area of research is in game-based learning with NSF funding;
Mary: library media specialist interested in engaging high school students in the internet inquiry process and collaborating with the teachers - become designers of a different kind of curriculum; dissertation involves studying professional development of teachers in online spaces
Michelle: teacher professional development around online reading comprehension, new literacies and technology education - teaching teachers online - how to help teachers design online courses; taught educational technology certificate courses overseas; researchers - teachers development of TPACK; dissertation focuses on students ability to integrate information from multiple online texts;
Renee: interested in intersection of media and education; 30 years of PD in K-12 schools; 3 year deep dive relationships with teachers; media literacy integration into K-12; practices and attitudes that teachers have that shape/influence their practices; developed an attitude questionnaire; teaching teachers about copyright, fair use, and remixing to reduce the fear and anxiety that interferes with innovation; how kids analyze mass media texts of popular culture in addition to academic texts in school classrooms; analyze adversiting, issues of representation; learning to be an author and a user of
Jonathan: media literacy teacher in 15 years; film maker and documentaries in the local news, then switched to education; work with students in high school students and how media and technology can change the resiliency; master in education in policy & management; psychologyical and sociological variables can influence empathy ; summer programs to help students find their voice and enhance their resiliency;
Rhys: K-12 schools for 10 years in 10 schools in NYC doing PD with administrators and logicistics to fit media literacy into their curriculum; media production projects; teaching class at Columbia with inservice teachers about media literacy theory and connections to CCSS; experiment with tools and discuss the relevance with CCSS; problem solving in K-12 public school curriculum; storytelling passion with filmmaking and transfers to new media and new tools
Mini-stories:
Rhys: schoolwide accountable talk to facilitate student discussions in an online participatory space with text and media production
Hiller: Grade 7 whole grade - project based inquiry process - web research, consulting with experts; compelling questions about atmosphere - projects resulted in various forms using a range of digital tools managed in a wikispace - rest of school voted on top project - top group invited with the SAS group and had lunch with the owner - would have products to show
Michelle: Grade 4-5 school - inquiry based project - most at-risk readers - 4 week summer institute - kids generated their own wonders using the Wonderopolis website - use Internet sources - how kids engaged in that project and her role in scaffolding instruction and language that they could share with the kids - using Evernote, Google Docs, screencasting, thinking-aloud
Mary: finding which tools will help teachers check for learning for formative assessment; Poll Everywhere, Poplet mindmapping; survey monkey
Jonathan: Google Drive online evaluation for them to be engaged
Renee: context (urban elementary students); content goal (introduce authorship more broadly and introduce importance of asking questions); tool (youtube video - digital pedagogy example - let's generate questions we want to ask the author; the filmaker proposed a video to answer the children's questions)
Conceptual Model includes: 1) Context, learners; 2) purpose (linked to standards also); 3) content; 4) pedagogical considerations (face-to-face and/or digital tools and practices); 5) the designed task/activity; 6) assessment (media/digital product)
- we will model our mini-stories using the framework (when we run it by everyone to jointly finetune) and then participants will have five models of how this framework can be applied and they can begin using a "blank" version of the model to plan out the key parts to their task/lesson/product
Google Docs Space:
Digging Deeper Sessions (2 ideas); Cool Tools (4-5); Hot topics we should be having that we're not having
Look at the model as a draft to reflect our shared vision - and discuss at our next meeting
Suggested Readings
Next two meetings: Tuesday, May 14 4-5:30 and Tuesday May 28 4-5:30